The Effects of Task-Based Process Writing Approach on the Academic Writing Skills among Second Language Tertiary Learners

Abstract

Academic writing occupies a very important place in the English language syllabus at tertiary level. Where higher institution writing is concerned, it is not enough that students have to write in traditional essay or report formats; their writing must be appropriate to the discipline – yet deal with the multitude of genres expected of them. Additionally, academic writing skill is considered an essential skill for academic success and a requirement for many occupations and professions. However, it is a skill that a number of second language tertiary students find most difficult to acquire and only a few of them fully master it. This study, therefore, embarks on the theory that task-based approach together with the exposure of process writing would have a significant influence on the development of students’ academic writing skills. In this study students were made to work in groups on real-life tasks which relate to their field of study or future employment. In the midst of pursuing the group project, the students will have to write their group proposal and individual writing assignment. This will be the stage where the process writing techniques are put into practice. This paper will illustrate an eclectic pedagogic intervention in the teaching of academic writing skills to second language tertiary students.
 Keywords: academic writing, task-based approach, process writing approach, tertiary learners

Süreç Temelli Yazma Yaklaşımının Uygulanabilirliğine İlişkin Öğretmen Görüşleri

“…In a research carried out on this matter it was determined that the people whose writing habits and success is low do not form a good plan and they have deficient planning skills (Jensen & DiTiberio, 1984). PBWA, which is based on systematic planning process, support cognitive awareness of the students and the content quality of the text; and arrange teacher-student relation and the learning process (Johari, 2018;Duman, 2007). The results obtained in the research support the results of the studies performed in the field.…”

“…In accordance with the studies in which the effect of the PBWA on students' writing skills; the effect on 5 grade students' development in essay writing skills (Güvercin, 2012), the effect on 8 grade students' development in informative text writing skills (Şentürk, 2009), the effect on 5 grade students' development in written expression and creative writing skills (Sever, 2013) were searched and as a result of all these it was determined that PBWA contributes to the writing skills of the students. It is seen that the articles on this issue are generally carried out with quantitative method and the effect of the approach on writing skills is focused on (Bayat, 2014;Graham & Sandmel, 2011;Kallestinova, 2017;Johari, 2018;Yılmaz, 2012). However it was not clarified how the teachers, who are the applicators of this approach, adopted and apply this model.…”

“…STYY'nin, öğrencilerin yazma becerilerine etkisinin belirlendiği çalışmalar doğrultusunda; 5. sınıf öğrencilerinin kompozisyon yazma becerilerinin gelişimlerine etkisi (Güvercin, 2012), 8. sınıf öğrencilerinin bilgilendirici metin yazma becerilerine etkisi (Şentürk, 2009), 4. sınıf öğrencilerinin yazılı anlatım ve yaratıcı yazma becerilerine etkisi (Sever, 2013) araştırılmış ve hepsinin sonucunda STYY'nin öğrencilerin yazma becerilerine katkıda bulunduğu tespit edilmiştir. Bu konudaki makalelerin genellikle nicel yöntemle gerçekleştirildiği ve yaklaşımın yazma becerilerine etkisi üzerine yoğunlaşıldığı görülmektedir (Bayat, 2014;Graham & Sandmel, 2011;Kallestinova, 2017;Johari, 2018;Yılmaz, 2012). Ancak yaklaşımın uygulayıcısı olan öğretmenlerin bu modeli ne kadar benimsediği ve uyguladığı konusu aydınlatılamamıştır.…”

A Brief Overview of Key Issues in Second Language Writing Teaching and Research

“…expository, expressive, persuasive, classification narration, evaluation, and description). It is also worth noting that more recently, (Johari, 2018) showed that the amalgamation of process writing and task-based approach significantly improve second language learners' academic writing.…”

A Review of the Literature on Theintegration of Computer Mediated Communication (Cmc) in Process Writing Approach Towards Esl Students’ Writing

“…-language competence is important in process writing environment. 15 Johari (2018) [29] -To investigate the effectiveness of task based process writing approach towards the academic writing performance of ESL undergraduates learners.…”